Amy Pang

Run Peng, Ziqiao Ma, Amy Pang et al.

While Large Language Model (LLM) agents are often approached from the angle of action planning/generation to accomplish a goal (e.g., given by language descriptions), their abilities to collaborate with each other to achieve a joint goal are not well explored. To address this limitation, this paper studies LLM agents in task collaboration, particularly under the condition of information asymmetry, where agents have disparities in their knowledge and skills and need to work together to complete a shared task. We extend Einstein Puzzles, a classical symbolic puzzle, to a table-top game. In this game, two LLM agents must reason, communicate, and act to satisfy spatial and relational constraints required to solve the puzzle. We apply a fine-tuning-plus-verifier framework in which LLM agents are equipped with various communication strategies and verification signals from the environment. Empirical results highlight the critical importance of aligned communication, especially when agents possess both information-seeking and -providing capabilities. Interestingly, agents without communication can still achieve high task performance; however, further analysis reveals a lack of true rule understanding and lower trust from human evaluators. Instead, by integrating an environment-based verifier, we enhance agents' ability to comprehend task rules and complete tasks, promoting both safer and more interpretable collaboration in AI systems. https://github.com/Roihn/EinsteinPuzzles

Aadarsh Padiyath, Xinying Hou, Amy Pang et al.

The capability of large language models (LLMs) to generate, debug, and explain code has sparked the interest of researchers and educators in undergraduate programming, with many anticipating their transformative potential in programming education. However, decisions about why and how to use LLMs in programming education may involve more than just the assessment of an LLM's technical capabilities. Using the social shaping of technology theory as a guiding framework, our study explores how students' social perceptions influence their own LLM usage. We then examine the correlation of self-reported LLM usage with students' self-efficacy and midterm performances in an undergraduate programming course. Triangulating data from an anonymous end-of-course student survey (n = 158), a mid-course self-efficacy survey (n=158), student interviews (n = 10), self-reported LLM usage on homework, and midterm performances, we discovered that students' use of LLMs was associated with their expectations for their future careers and their perceptions of peer usage. Additionally, early self-reported LLM usage in our context correlated with lower self-efficacy and lower midterm scores, while students' perceived over-reliance on LLMs, rather than their usage itself, correlated with decreased self-efficacy later in the course.